Title of Unit

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Worship and Festivities: How and why do Hindus celebrate Divali?

Year Group 3

Gemma and Manisha have created works of art on the This unit of work for Religious theme of the triumph of light over darkness, using their Education provides non-statutory learning from the traditions of Divali to do so. exemplification of some good teaching and learning for any school to use.

RE Today / SACRE 2014 ©

Worship and Festivities: How and why do Hindus celebrate Divali? YEAR GROUP 3

ABOUT THIS UNIT: This unit uses active learning styles and strategies to help pupils aged 7-9 to understand the place of celebration and festivities in Hindu life, making links to their own experience of religious or family celebrations. It provides opportunities for discussion and debate about the place of festivals in religion, and encourages pupils to look below the surface of religious practice to think about religious beliefs and ideas as well.

It provides opportunities for pupils’ own spiritual and cultural development through looking at themes of good and evil, light and darkness and unity and diversity in practice. The unit has a global dimension: Hindu festivals in India and in the UK are celebrated in ways that are similar and different.

Appendix: there is a chart of progression activities on the last page of this unit.

Where this unit fits in: This unit will help teachers to implement the requirements for RE by providing opportunities to learn about Hindu religion and learn from its celebrations for themselves. The study unit gives scope for the development of understanding of religious diversity and of some key Hindu beliefs and concepts (e.g. in karma, dharma, the gods and goddesses and the triumph of good over evil, light over darkness). The unit anticipates a further study of what it means for believers from different religions to celebrate their festivals and to worship later in key stage two.

Estimated teaching time for this unit: 12 hours. It is recognised that this unit may provide more teaching ideas than a class will cover in 12 hours. Teachers are invited to plan their own use of some of the learning ideas below, ensuring depth of learning rather than covering everything.

Issues of continuity and progression This unit enables pupils to make progress particularly by enabling them to apply prior learning about, for example, Jewish, Muslim and Christian festivals to their study of Hindu celebrations, and by encouraging further development of their skills of discussion and self- expression with regard to questions about how festivals and celebrations have an impact on people’s lives in the UK today. This connects to RE’s purposes for community cohesion.

Key strands addressed by this unit AT1 Learning about religion and belief  knowledge and understanding of religious beliefs, practices and ways of expressing meaning

AT2 Learning from religion and belief  skills of asking and responding to questions of identity, diversity, belonging and commitments.

ATTITUDES FOCUS Pupils will explore attitudes of  respect for all by taking note of the special place Hindus give to celebration, and thinking about their own celebrations, similarities and differences. They are challenged to see the value of a plural community, in which all are respected;  open-mindedness through considering the importance of festivals in Hindu traditions, and thinking through the ways in which a society like ours should take account of religious differences.

Background information for the teacher Well over half a million British Hindu people celebrate divali in this country, and in India, hundreds of millions. The festival is much studied in schools, where the biggest need is for progression and depth. Divali cards and lamps might be nice for 5 year olds, but 7-9s need to think. So the focus of the festival on light overcoming darkness and on virtues like patience, courage, hopefulness and family love is worth exploring through the storytelling and cultural awareness. 2

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Prior Vocabulary Resources learning It is helpful if In this unit, pupils will Texts pupils have: have an opportunity to . My life as a Hindu Guy Mizon Morgan Pub Dref Wen use words and phrases . Growing up in Hinduism Jacqueline Hirst and Geeta Pandey Longman Recapped their related to:  Opening Up RE: Hindus edited by Fiona Moss, RE Today 2010 knowledge and Hindu traditions and  Exploring Celebrations, edited by Joyce Mackley, RE Today 2008. understanding religion:  Exploring Religion Around Me, edited by Joyce Mackley, RE Today, 2007 of festivals in Divali  Developing Primary RE: Stories about God, edited by Joyce Mackley, RE other religions divas Today, 2005 from earlier aum  Developing Primary RE: Special Times, edited by Joyce Mackley, RE Today, units of RE mandir 2003 Rama . For information on Hindu prayer and family life, see, eg, Dilip Kadodwala, Thought about Sita 1996, Living Religions: Hinduism, Nelson Thornes, ISBN 0-17-428054-8. the Hindu Hanuman . Religion through festivals series : Hinduism Longman religion Lakshmi . Developing Primary RE: Home and Family (Worship in Hindu Home), RE Ramayana Today, ed. Mackley Become aware murti . Developing Primary RE: Faith Stories (Divali story activities) RE Today, ed. of Hindu prasad Mackley traditions in Karma . Developing Primary RE: Celebrations, Special Times, Faith Stories (Divali London and the story activities) RE Today, ed. Mackley UK. General religious . Curriculum Bank for RE – Bill and Lynn Gent Pub Scholastic pg 150/151 terms: (Photocopiable materials – Mandir) Celebrate . Hindu story and symbol Jenny Rose (BFSS National RE Centre 1997 Tel Festival 020 8891 8324 sacred . Stories from the Hindu world Jamila Gavin (Macdonald 1986) devotion . Hindu Scriptures VP Hemant Kanitkar (Heinemann 1994) shrine . The Elephant headed God and other Hindu tales Denjani Chatterjee ritual (Lutterworth Press 1989) symbol Artefacts from worship . Articles of Faith (Tel: 0161 763 6232) . Religion in Evidence (Freephone 0800 137525)] Web Hindu shrine room – see http://www.devon.gov.uk/dcs/re/places/index.html http://www.hindunet.org/god/Gods/rama/ http://www.hindunet.org/puja/ light a lamp and say your prayers – sound file. http://www.btinternet.com/~vivekananda/ - worship http://www.hindukids.org/pray.shtml - audio + text For a wide range of free downloadable Hindu deity line drawings: http://www.strath.ac.uk/curricularstudies/re/db/redrawings/hindudeities/ http://atschool.eduweb.co.uk/manorlh/hinduism/hindui.html Puja described for primary pupils BBC Religion and ethics website: search for Hinduism pages. DVD Pathways of Belief (BBC) Hinduism Contributions to spiritual, moral, social and cultural development of pupils The unit enables pupils to develop:  Spiritually by discussing and reflecting on key questions of meaning and truth e.g. does good always win over evil? Is light stronger than darkness?  Socially by learning about and reflecting on important concepts and experiences e.g. coming together for family and community celebrations, freedom, salvation, victory of good over evil, enjoying diversity together.  Culturally by valuing diversity as they learn about different ways in which communities celebrate and remember important events and stories story, beliefs and celebrations of Divali, in the UK and the wider world.

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EXPECTATIONS By the end of this unit: . Identify the main characters of the Divali story Nearly all pupils . retell the story in simple outline or by sequencing pictures. will be able to: . recognise that the terms ‘worship’ and ‘festival’ are connected with ideas about ‘God’, [Level 2] . answer some simple questions about how Hindus worship and celebrate. . Describe the relevance of the story of Rama & Sita to the Festival of Divali . Describe worship at a festival, using some religious words accurately, and know the names of some Hindu gods and goddesses. . Describe ways in which Hindus worship suggesting why it is important to them . Describe the use of some Hindu artefacts Most pupils will . Describe some of the festivities and practices associated with Divali be able to: . Make simple links between Divali and their own lives and celebrations. [Level 3] . Connect good and bad things which happen today, making links to the symbolism of light and darkness from the Divali celebration: e.g. discuss the question: did light win over darkness for Sita? Does it win for us? . Make links between ways of belonging to a Hindu community, and their own experiences of festival and celebration. . Show clear understanding of some of the meanings of the Rama and Sita story. . Respond to a range of questions relating to the meanings and purposes of the Divali festival. . Use Hindu words and general religious terms confidently when expressing informed and Some pupils thoughtful ideas about Hindu festivals, identifying similarities and differences with other might be able festivals. to: . Apply ideas about triumph of light over darkness and good over evil for themselves, to new [Level 4] examples. E.g. what would change if lgood triumophed over evil in Thurrock today? . Describe a thoughtful understanding of Hindu beliefs such as karma and beliefs about the gods and goddesses. . Understand festivals in their similarity and their difference ASSESSMENT SUGGESTIONS Use the activities in the last lesson of this plan to gather evidence of achievement in relation to the festival:

What can we learn from Hindu celebrations and festivals? An opportunity for reflection and for ‘learning from Hindu festivals in AT2.  Give pupils the four points below, and ask how they are seen at Divali time. How is this festival: 1. Connected with a story of event of significance to the religious community 2. Expressing beliefs about the faith 3. Involving celebrations for individuals and for the whole community 4. Having an impact for the believer  Identify and talk about festivals and celebrations they take part in. What story or event do they recall? How do they celebrate at home or in the community? Similar to Divali, and different? In what ways?  Why are festivals important? How do we feel? Why is it important to get together as a community? Why is it important to remember? Why is it important to celebrate?

Consider questions and express views: pupils can make up their own, but here are some to start the enquiry: 1. Should Divali be a day off work for Hindus in our town? 2. Can people who are not Hindus share the celebration? 3. What are the main beliefs that Divali expresses? 4. Does light win over darkness, good over evil? How? When? Why?  Ask the pupils to say how Hindu people would feel if their festival was forbidden or banned. Could their religion and way of life continue without celebrations?

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Key questions LEARNING TEACHING AND LEARNING LEARNING POINTS TO OBJECTIVES OUTCOMES NOTE Pupils should learn: Why do all Setting the scene on festivals and celebrations: Enable children This unit communities To recognise ‘Some days are better than others.’ to respond to needs to have special and build How do we celebrate? the following show days and understanding . Get the children to enact in pairs very swiftly questions: progression of some varied celebrations for a goal, a prize, a victory, . What does it from earlier celeb~ reasons for finding what was lost, an escape. mean to studies of rations? celebrations: . Talk about how celebrations have key celebrate? festivals. features often include getting together with . What sorts of Why do we others / special food / gifts / gestures / things do you One main way celebrate? generosity / special religious services / and your this it planned . to remember clothing / rituals. family is to help . to say thank Introduce ‘festivals’ celebrate? pupils you . What is a religious festival? Can children . How do we generalise . to mark a name any? Can they do a ‘festivals celebrate? what they special time alphabet’, naming something to do with . What are the know about of year or in celebrations beginning with each letter A-Z, similarities festivals, life in pairs, in 4 minutes? and learning from . to focus on . For each festival they name pupils in pairs of differences similarities things which groups could try to answer 4 questions: between and matter most Who? What? How? Why? E.g. Christmas, celebrations differences, (e.g. faith / Eid, Divali, New Year, the first day of the and sacred not mere God / family / holidays, a Birthday, a Cup Final, days? (L3) storytelling. relationships, . Introduce Divali as a key annual celebration beliefs, for Hindus. Select and develop some of the community) following activities. What is the To retell the Understanding the Divali story better  To retell the It’s really story of Divali story in important story of  Read, retell, watch a video or dramatise the for themselves different that the initial Divali? story of Rama and Sita, from the epic in ways which ways (L2) activity of scripture the Ramayana. Tell pupils that this increasingly  To storytelling Who are the story is sacred to maybe 800 million people, deepen their appreciate should be leading and celebrated over thousands of years understanding the power compelling (“eat your heart out, Disney!”) Why is this? characters? of its and depth here. Many significance.  The festival is important because it of the story teachers are What is the celebrates the victory of good over evil, and of Divali, brilliant main action light over darkness. Emphasise these ideas and apply storytellers – of the story? in the way you tell it. You might use candles! key ideas in let this talent the story loose on the  Pupils could retell the story from one myself (L4) class. person’s perspective; King Dasratha, Rama, Use the Sita, Queen Kaikeyi, Bharat, Lakshman, narrative Ravana or Hanuman. If different pupils take activities of different characters, the literacy approaches the literacy to the voices within the text will help them strategy to to interpret this profound story. make work  Good work here takes time and preparation interesting . – see the resources list above to make it more exciting.

How can the To use their Select some of these activities to deepen . To make links This part of Divali story expressive skills, understanding at appropriate levels for the between the the work be in art, dance, pupils characters has natural expressed in drama,  Sequence a set of comic strip pictures of and action links with movement and clearly (L3) the different Rama & Sita story. Add captions or retell words, to deepen story in own words. . To develop expressive ways? their engagement  Create ‘feelings graphs’ for some of the their arts with the Divali different characters, to show the ups and understandi curriculum. Why are story. downs of the drama in the story. ng of the there so  Identify the hero of the story and say why in power and It’s many ways To develop under- no more than ten words. Choose five words meanings of important of telling standing of to describe the character of each of the the story that the this story? characters and major figures. (L4) work is not actions within the  In pairs they could decide from what each . To apply repetitive. If story (link to character said and did in the story, why they ideas about pupils have literacy) did this and how they felt. celebration ‘done’ Divali  Discuss the action, and complete sentences: and festivity cards lower  If I was casting a movie of this story, I’d for down the choose (name and justify actors for the themselves school, then different parts) with make sure  My favourite person in the story is… understandi the task has because… ng (L4) added  I think this story has lasted thousands of challenge years because… this time.  I think the main message of the story is…  The story is about good overcoming evil. Pupils could identify who represents what – and how these are personified. E.g. Explore Ravana – the many headed evil monster. Pupils could draw their own ‘visual metaphor’ for evil: what 10 words of evil or symbols would their ten headed ‘statue of nasty’ include? Link to artefacts of Hindu murtis (gods and goddess images). Note that evil and nastiness has many aspects – but good still wins in the story.  Dramatise the story. Show the performance to other younger children in school (possibly in assembly time).  ‘Happy Divali’ cards are sent to friends and family: look at some examples with pupils, who could then design their own: what cards would be good for children, teenagers, older members of the community? Ask them to make British and Indian Divali cards (context adds meaning to this simple activity). Can they write 4 or 6 lines of poetry to go in the cards that explores the celebrations? If Sita was a tweeter, then what would Sita tweet? This is a good way of processing the story. Ask pupils to take 6 mobile phone outlines and imagine they are tweeting from Sita’s point of view – no more than 140 characters per message. Get them to make up wise and witty tweets that tell the story for these 6 moments: the day she married Prince Rama / the day after their exile when they arrived in the forest / as she stood wondering what to do in the enchanted circle / on the terrifying chariot ride as Ravana was kidnapping her / when she saw the Monkey army and Prince Rama arriving to rescue her / when she saw all the rows of lights guiding them home to their rightful palace.

What To understand What happens at Divali? To make links BBC that UK Hindu between the Curriculum happens at  Explore with pupils the events and customs communities, story and the bites RE Divali in connected to the festival. Divali is a time of who number up history of the 2005 (series Britain new beginnings: people often wear new to half a million festival and its 2) has a today? clothes, business accounts are settled. There people, are current modern short item in is a big street party in some towns, with Divali developing their British which 11 lights and celebrations in public. own special expressions (L3). year olds ways of marking  If possible, invite a Hindu visitor to answer dramatise divali which are pupils’ questions about how Divali is To apply ideas the story, similar to and celebrated in their family, Mandir and like ‘respect’ and working different from community. Children should plan how the ‘community’ for with a Hindu the ways of visitor is to be welcomed, and what questions themselves (L4) dance India. they will ask. Can they write a magazine instructor. article, or even make a DVD about the visit?  Pupils can use video or websites to explore how Divali is celebrated in the UK today – for example in Leicester and Coventry. Try BBC Religion and ethics + search for Divali celebrations. See the resources section of this unit. These resources are often contemporary and inviting.

What’s so To describe and Why does Divali matter? To understand There is a special understand the  Why is Divali important for Hindus? the significance community festival, taking of Divali in the cohesion about Divali  account of Explore with pupils the beliefs and Hindu dimension for Hindus? experiences of Hindus as they celebrate this insiders and community (L4). to this part festival. Some Hindus are reminded of Rama’s outsiders points of the work. victory over the demon king Ravana, and of view Good some of the goddess Lakshmi, the provider of teaching will wealth. Divas, or lights, guide Lakshmi to draw people’s homes and also guided Rama and respectful Sita back home after their exile. lessons from  Consider what kind of thoughts, intentions the study, and plans come from the celebrations: Some and give Hindus plan more devoted, thankful, children the generous or enlightened living for the next chance to year. How does this work? What impact express might the festival have on the individual? their own respectful attitudes.

What can To identify and Divali: does it matter to me? What is it like? To apply ideas This part of we learn comment on  Identify other stories pupils know where good about the the work from Divali? similarities and conquers evil. Can small groups list ten festival for provides What ideas differences examples from books, TV and movies? myself, and to opportunitie between Divali my own life (L4) s for high in the Divali  Explain how the diva originated from the and another story and why it’s lit to celebrate Divali. achieving festival link festival they Children can make divas using clay, plasticine To compare pupils to with our know well or paper. They should also think about Divali work at level lives? meanings, and write key ideas down to go thoughtfully to 5, explaining To make links to with the models. another festival I similarities their own  What do these lights symbolise for the know about (L4) and experience of pupils? What experiences of welcome, hope, differences celebration and peace after conflict do they have? Link their To describe what between the begin to experiences to the lights. is similar and impact of generalise their Links to life different different understanding.  Pupils could write a story or produce poem between various festivals on (fiction or autobiographical) called: ‘Light in festivals, and the lives of the Darkness.’ suggest some those who  Talk to pupils about times when they have reasons why celebrate. overcome difficulties: what were the ‘lights’ there are which guided them through? Their guiding similarities (L4) lights might have been people, thoughts, actions: make Divali lights and write about these things inside the shapes, stringing the stars around the room to display them.  Look for examples in other religions where light is used as a symbol. Compare and contrast.  Discuss with pupils the idea of ‘starting over’, ‘wiping the slate clean’: if today is the first day of the rest of their life, what changes and promises to themselves might they like to make? What would they like people to forget about their old life? Divali is a time of new starts. Notice the ‘fresh start’; in the story of Rama and Sita, when Sita returns from exile.  Divali is also a time when Hindus are thankful for the material things of life, which are blessings from the Divine. Read the story of Lakshmi. What are pupils most thankful for? What are their treasured possessions? Why are they treasured and how is this shown? Which of the material things in life are essential, and which are luxuries? How do pupils differentiate?  Divali is unique, like all festivals, but is similar to many others too. Ask pairs of pupils to write lists that compare Divali to another religious festival, or a shared / secular event like New Year of Comic Relief day.

What have we To generaslise and What can we learn from Hindu To understand Gathering learned in this summarise their own celebrations and festivals? why Divali evidence of unit of RE learning This last lesson offers an opportunity for matters in Hindu achievemen about Hindu reflection and for ‘learning from Hindu life (L4) t in RE To consider the festivals’ in AT2. should be festivals and things they think are  Recap on work in unit and summarise To apply ideas professional human worth celebrating that religious festivals are: and express , but not celebrations? 1. Connected with a story of event of views, including burdensome To express their significance to the religious tolerant, . Some units attitudes of community sensitive or will include sensitivity or respect 2. Express beliefs about the faith respectful a formal for the celebrations 3. Involve celebrations for individuals attitudes, task of others. and for the whole community towards the assessing 4. Have an impact for the believer celebrations of pupils work, To consider what  Identify and talk about festivals and others (L4) but not all. they can learn from a celebrations they take part in. What religion they do not story or event do they recall? How do To make sense belong to. they celebrate at home or in the of Divali as an community? Similar to Divali, and example of different? In what ways? religious  Discuss why festivals are important: community life how do we feel? Why is it important to for themselves get together as a community? Why is it (L4). important to remember? Why is it important to celebrate? To develop the  Consider questions: pupils can make skills of handling up their own, but here are some to ‘big questions’ start the enquiry: about 1. Should Divali be a day off work for community, Hindus in London or the UK? values and truth 2. Can people who are not Hindus in thoughtful share the celebration? Would they ways (L4). like to? 3. What are the main beliefs that Divali expresses? 4. Does light win over darkness, good over evil? How? When? Why?  Ask the pupils to say how Hindu people would feel if their festival was forbidden or banned. Could their religion and way of life continue without celebrations? Talk about how this question identifies the importance and impact of the festival.  Ask pupils to write or say: what have you learned about the festival, about festivals generally, and about your own attitudes in this work?

Teaching and learning activity: progressed suggestions, Outcomes related to levels (in teacher – language, often with a literacy link, never exclusive. There are loads of but can be translated to pupil – language) good ways to teach from the Divali stories. “I can...” Stories and meanings. Children hear a well told version Level 1: Show in my pictures some of the outline of of the story of Rama and Sita. They sequence 6 pictures the Divali story. Talk about the people in the story, of the Divali story. They colour or outline a picture to and say why the story is special for Hindu people. show who is a ‘goody’ and who is a ‘baddie’ in the story. Level 2: Identify some different ways Divali is They choose two words to describe each of the different celebrated and some ways my own special days are characters (Rama, Sita, Hanuman, Ravana) celebrated. Generous Lakshmi. Children hear a story of the goddess Level 1: Talk about times when I have been generous, Lakshmi, and learn that she personifies generosity, or received generosity. beauty, good fortune and prosperity. They discover that Level 2: Create labels for a murti (image) of Lakshmi, Lakshmi Puja (worship) is part of the celebration of Divali, suggesting many meanings of symbols associated with and ask lots of questions about the artefacts. They think her. Respond sensitively to ‘Divali values’ such as about their own ideas about generosity, kindness and generosity, family togetherness and kindness. good fortune. Making sense of the stories: Pupils enter into the stories Level 3: Describe key features of the stories, and of via hot seating, dramatising, writing the diaries and/or celebrations of Divali, linking sources (text), beliefs prayers of Sita at different moments in the story or (about the gods) and forms of expression (drama, creating ‘feelings graphs’ for the different characters. puppets, dance). Compare features of these They ask: what other stories are like this? They compare traditional stories from other cultures with other the Divali story and a Disney movie (which will not last narratives (literacy). Look for meanings and values in 4000 years!). the story of Divali & link the values in the story to my own life & ideas. What matters most at Divali? Children hear the stories of Level 3: Describe how the Divali celebrations express Lakshmi, and of Rama and Sita, and of the celebration of some Hindu ideas such as community, remembering, Divali today in India and in (e.g.) Leicester (e.g. on video). sharing, light winning over darkness. Rank ‘what From lists of 12 things that might matter at Divali, they matters at divali’ thoughtfully, making links to my own choose, rank and explain the 5 things they think matter experience, and asking ‘what matters to me?’ most. BBC Learning Zone has good materials here. Different expressions. Pupils read a story of Divali, watch Level 3: Describe the practice & identify the impact of a video about Divali in Britain today and take part in a Divali in Hindu & Sikh communities. Describe & make shadow puppet play. They are asked: which of these links between my & others’ celebrations: what’s a three captures the ‘true meaning of Divali’ best? Why? ‘’big day’ in my year? How does that day use food, They hear about the Sikh celebration of Divali, gifts, family, community, generosity to mark the remembering the release of Guru Hargovind from occasion? Gwalior Jail. What is the same, and what is different Level 4: Understand how Divali celebrations vary, between Hindu and Sikh Divali? Are there shared suggest meanings in different forms of celebration. meanings between the two religions? Apply ideas like ‘diversity’, celebrations’, ‘culture’ and ‘spirituality’ to my understanding of Divali. Explaining questions, expressing informed views: Who is Level 4: Apply my own ideas to these questions most important in Divali festivities: Lakshmi or Rama? thoughtfully, with reference to examples of religious What would happen if Divali was banned? Is Sita a teachings and practices. Show that I understand the ‘feminist hero’? Should all Hindus in Britain be given a celebrations. day off work for Divali? Why or why not? What is the real Level 5: Express clear and well informed views on meaning of Divali? For higher achieving pupils, discussion, some of these questions in the light of my learning thinking skills (ranking and ordering) and writing about Hindu tradition, giving reasons for my answers. structures are needed to explore these questions effectively.

RE Today / SACRE 2014 © Hindu Celebration: Divali A simple version of the story of Rama and Sita Long ago King Dasratha ruled the kingdom of Ayodhya. He had three wives, and four sons. His eldest son, Rama, was heir to the throne. Rama was the god Vishnu in human form. His special power was to destroy evil. The main evil troublemaker was a terrifying ten-headed demon called Ravana, living on the island of Lanka. Rama was married to the beautiful Sita. Queen Kaikeyi, the king’s favourite wife, was jealous that Rama was to become king. She wanted her son Bharat to reign! She told lies about Rama, and the king banished Rama for 14 years. He was exiled to the forest. Beautiful Sita and Rama’s brother Lakshman refused to leave him, they went with Rama into exile. Brother Bharat became king, but he was angry with his mother because of the lies she had told. He took a pair of Rama’s golden slippers and placed them on the throne. The slippers were a symbol that Rama was the real king. Bharat said ‘I will look after Rama’s kingdom until he returns.’ He kept this promise. One day whilst Rama and Lakshman were out hunting in the forest, they left Sita in an enchanted circle, to keep her safe. But the evil demon Ravana, with ten terrifying heads, came to kidnap her. He changed himself into the form of a wandering holy man and pretended to be needy. He tricked Sita into leaving her protected place in the forest. Then he grabbed her and bundled her into his mighty chariot and sped off across the skies to the island of Lanka. He was sure that if he kidnapped and married Sita he would rule the world. The brothers were shocked and upset to find Sita missing and determined to find and rescue her. Hanuman, the monkey king, who was devoted to Rama, helped them. Hanuman got together all the monkeys in the forest and together they built a bridge of their own bodies across the sea to Lanka to rescue. After ten days of fierce fighting they defeated the demon Ravana. Sita and Rama were reunited. Excited and full of love they returned to the Kingdom of Ayodhya, as their years of exile were now over. The people of the kingdom lit little oil lamps called divas all along the way to help the couple find their way home. Rama and Sita followed the row of lights, all the way home and became king and queen. The golden slippers were removed from the throne so that they could sit in their rightful place.